The paper deals with the possibilities of using specialized (virtual labs and simulators, software for natural process simulation) and general (programming languages and libraries, spreadsheets, CAS) software in school researches.Such software as virtual labs, software for natural process simulation, programming languages and libraries in school researches can be used to simulate phenomena that cannot be learned in a school lab (for example, for modeling a radioactive decay or for demonstrating the states of relativistic mechanics). Also, virtual labs in school practice are usually used in those cases where students cannot perform an experiment in real labs. For example, it is convenient for distance learning.The using of programming languages and libraries in physics learning research requires both students’ physics research competencies and programming competencies. That is why using this software in physics classes can hardly be recommended. However, programming languages and libraries can become a powerful tool for the formation and development of research competencies of physics students in extracurricular learning activities.The implementation of the spreadheets and the CAS in school physics researches is the easiest and has its benefits.

The purpose of this study is experimental verification of the methods of using cloud technologies as tools of high school students’ research competencies forming in profile physics learning. The main task is organization and implementation appropriate pedagogical experiment and processing of it’s results. The object of study is high school students’ research competencies forming in profile physics learning. The subject of study is using cloud technologies as tools of high school students’ research competencies forming in profile physics learning. Main research methods are pedagogical experiment and statistical methods. Profile physics learning is the base of innovation activity both in science and in engineering. That’s why forming of high school students’ research competencies in profile physics learning will further socio-economic development of society. Realization of the purpose and tasks of profile physics learning is impossible without taking into account the principle of flexibility. This principle implies, in particular, satisfaction of students’ individual needs by individual plans and programs in distant learning which is mainly realized by mediated interactions of distant participants of learning process in specialized environment which is functioning on the basis of modern psychological, pedagogical, information and communication technologies (ICT), such as cloud ICT of learning. In our opinion pedagogically reasonable implementation of cloud technologies in profile physics learning promotes the growth of high school students’ research competencies.

In some teaching physics experiments (e.g., fast-flow, slow-flow), there are characteristic problems associated with trying to capture a number of quantities. One way to solve these problems is the use of computer technology. Another area of ICT use in performing learning experiments is computer simulation of physical processes. It also seems logical to use computer technology in the mathematical processing of experimental results. Thus, the use of ICT at all stages of a physics learning experiment can improve its quality.

The purpose of this study is to describe the methods of monitoring the level of students’ physics research competencies. The main task is to show the possibilities of electronic grade book using for determination the level of students’ physics research competencies. The object of study is the tools of monitoring and evaluation of the level of students’ physics research competencies. The subject of study is the using of cloud technologies for monitoring and evaluation of the level of students’ physics research competencies.In previous studies it was shown that the system of students’ physics research competencies contains 14 competencies of 3 stages of research. Each competence consists of 4 components: cognitive, praxeological, axiological, social and behavioral. Moreover, each component of each competency has different impact on the level of students’ physics research competencies. Thus, the evaluation of the level of students’ physics research competencies requires the measurement of the levels of 56 components.This process is pretty time-consuming, but all mathematical operations that are needed for it, are typical. So, the monitoring of the level of students’ physics research competencies can be automated. It is proposed to use cloud-based spreadsheets for creating the electronic grade book for monitoring the level of students’ physics research competencies.

Спецвипуск містить монографію О. В. Мерзликіна, С. О. Семерікова, О. М. Соколюк, у якій визначено структуру, зміст, критерії та рівні сформованості дослідницьких компетентностей старшокласників у профільному навчанні фізики, розроблено модель їх формування та модель і методику використання хмарних технологій як засобу формування дослідницьких компетентностей учнів старшої школи у процесі профільного навчання фізики. Для науковців, аспірантів, учителів фізики, викладачів та студентів педагогічних закладів вищої освіти, всіх, хто цікавиться застосуванням хмарних технологій в освіті.